| ????????????????????????????——?й????????15????????? |
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| 引用本文： | ??????,??????,?????,???.????????????????????????????——?й????????15?????????[J].图书情报工作,1957,64(6):3-9. |
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| 作者姓名： | ?????? ?????? ????? ??? |
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| 作者单位： | 1. ?й??????????鱨???? ???? 100190;
2. ?й???????????????????????鱨????????? ???? 100190 |
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| 摘 要： |
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| 关 键 词： | ??????? ??????????? ????????????? ?û????? ??????? |
Beyond Information Literacy Education: the Changes and Prospect——15 Years' Practical Exploration in the University of Chinese Academy of Sciences |
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| Chu Jingli,Liu Jingyi,Zhang Dongrong,Li Ling.Beyond Information Literacy Education: the Changes and Prospect——15 Years' Practical Exploration in the University of Chinese Academy of Sciences[J].Library and Information Service,1957,64(6):3-9. |
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| Authors: | Chu Jingli Liu Jingyi Zhang Dongrong Li Ling |
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| Institution: | 1. National Science Library, Chinese Academy of Sciences, Beijing 100190;
2. Department of Library, Information and Archives Management, School of Economics and Management, University of Chinese Academy of Sciences, Beijing 100190 |
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| Abstract: | ??Purpose/significance] The change of information environment and the evolution of the research paradigm bring about new opportunities for information literacy education, so we need to rethink the traditional information literacy education, from traditional information literacy education to beyond information literacy education, and to promote the changes of information literacy education model.Method/process] By analyzing the concepts and connotations of information, information literacy and the evolution, this paper made a comparative analysis of the two systems of information literacy education and beyond information literacy education, and based on the practice of University of Chinese Academy of Sciences, the structural changes of information literacy education were outlined.Result/conclusion] The key of beyond information literacy education is that the purpose of information literacy education needs to be clear, the goal needs to be advanced, the perspective needs to be switched, and the effect needs to be reflected. The strategies are to train users from general ability to advanced ability, cross the disciplinary boundary of information literacy education, realize the reform of information literacy content and system, focus on the application of education and teaching techniques, develop the appropriate context of beyond information literacy education, and improve the spatial configuration of beyond information literacy. |
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| Keywords: | information literacy information literacy education beyond information literacy education user education library service |
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